Chapter 2: Rethinking Comprehension in a Digital Age: Connected Reading
An Emerging Model of Reading Comprehension in a Digital World –What, How and Why Do Teens Read Digitally?
The process of "reading" is complicated by many factors including experience, skills, motivation, interest the reader brings to the text, and the difficulty and reading level of the text itself.
Encounter– Readers encounter a text through receiving, searching, surfing, or stumbling
Engage– Processes of the reader before, during, and after reading a text through curating, deciding, reading, and sharing
Evaluate– Finding value in the text for the individual reader including personal opinions, interests, employing digital tools, and judging a text.
After the reader encounters the text, readers engage and evaluate the text simultaneously in a circular fashion, finally sharing the text with other readers.
Here are some resources students can use to find digital texts and books online:
What are some strategy-based approaches for reading comprehension for students?
Activate prior knowledge
Ask questions
Infer
Visualize
Determine importance
Summarize
Synthesize
Many of these strategies can be transferred to digital texts and hyperlinked texts.
What are some new principles in New Literacy, regarding a shift to digital and Internet based readings?
Internet defines this generation in learning and literacy
Internet and related technologies require additional new literacies to access full potential
New literacies are deictic (contextual)
New literacies are multiple and multimodal
Critical literacies central to new literacies
New forms of strategic knowledge needed for new literacy
New social practices are central with new literacies
Teachers are more important, through role changes, within a new literacy classroom
Within New Literacy, hypertext emerged. Hypertext is a computer/electronically displayed text where students can access references and other links immediately, which demands the readers participation.
The following chart illustrates the differences between printed and hypertextual features.
Theoretical Influences of Connected Learning
Connected Learning is when a person connects their interests and learning to academic achievement and civic engagement through digital and networked media. Connected Learning is:
Peer Supported
Interest Powered
Academically Oriented
Production Centered
Shared Purpose
Openly Networked
Challenging
Requires Active Participation
Interconnected
Socially Supported
Accessible
Open and Diverse
The diagram below demonstrates the many aspects of Connected Learning and how these factors can benefit a student in your classroom.
Listed are some websites to further explain the significance of connected learning in the classroom today:
Every reader brings their own personal and prior knowledge into context to individualize the reading. Rosenblatt illustrates these concepts in her work, The Reader, the Text, the Poem: The Transactional Theory of Literary Work. She emphasizes that teaching must acknowledge the role of self-selected, interest-driven reading, for when teens read things that interest them they can readily connect with others who share their interests.
Connected Reading, Not Just Digital Reading
Connected Reading not only involves reading texts online or digitally, but sharing and networking with others to share experiences as well. Students must ask questions such as:
Chapter 2: Rethinking Comprehension in a Digital Age: Connected Reading
An Emerging Model of Reading Comprehension in a Digital World – What, How and Why Do Teens Read Digitally?
The process of "reading" is complicated by many factors including experience, skills, motivation, interest the reader brings to the text, and the difficulty and reading level of the text itself.Encounter – Readers encounter a text through receiving, searching, surfing, or stumbling
Engage – Processes of the reader before, during, and after reading a text through curating, deciding, reading, and sharing
Evaluate – Finding value in the text for the individual reader including personal opinions, interests, employing digital tools, and judging a text.
After the reader encounters the text, readers engage and evaluate the text simultaneously in a circular fashion, finally sharing the text with other readers.
Here are some resources students can use to find digital texts and books online:
Theoretical Influences of Connected Reading
What are some strategy-based approaches for reading comprehension for students?
Many of these strategies can be transferred to digital texts and hyperlinked texts.
What are some new principles in New Literacy, regarding a shift to digital and Internet based readings?
Within New Literacy, hypertext emerged. Hypertext is a computer/electronically displayed text where students can access references and other links immediately, which demands the readers participation.
The following chart illustrates the differences between printed and hypertextual features.
Theoretical Influences of Connected Learning
Connected Learning is when a person connects their interests and learning to academic achievement and civic engagement through digital and networked media. Connected Learning is:The diagram below demonstrates the many aspects of Connected Learning and how these factors can benefit a student in your classroom.
Contextual Factors and Reader Attributes
Every reader brings their own personal and prior knowledge into context to individualize the reading. Rosenblatt illustrates these concepts in her work, The Reader, the Text, the Poem: The Transactional Theory of Literary Work. She emphasizes that teaching must acknowledge the role of self-selected, interest-driven reading, for when teens read things that interest them they can readily connect with others who share their interests.Connected Reading, Not Just Digital Reading
Connected Reading not only involves reading texts online or digitally, but sharing and networking with others to share experiences as well. Students must ask questions such as: